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一、整体设计思路、指导依据说明
《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。
同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。
基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养；同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。
二、教学背景分析
本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊·曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。
学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。
三、教学目标分析
1. Help students learn the structure and the content of the reading.
Help students learn and understand some difficult sentences：
a. The last thirty years have seen the greatest number of laws stopping our rights and progress.
b. We were put into a position in which we had either to accept we were less important， or fight the government.
2. Instruct the students to understand long and difficult sentences in two ways：
a. finding the new meaning of a learned word
b. breaking down a long sentence with an attributive clause into two short sentences
Instruct the students to learn the hidden messages through careful reading.
3. Instruct students to observe， experience， think and explore using task-based teaching.
Instruct students to learn the historical background from plain statement and think about the root of problems.
4. Under the guidance of the teacher， the students must first be willing to learn.
Students should learn the good qualities of Mandela and apply them to daily life.
四、教学重点、难点分析
（一）教学重点
Some difficult sentences in the reading.
How to analyse and understand the article.
（二）教学难点
1. How to analyse a long and difficult sentence.
2. The strategies of understanding an article.
五、教学过程设计
步骤1：学习目标展示（30’’）
Learning aims：
1. To learn about Elias’ life and great qualities of Mandela.
2. To understand long and difficult sentences in the passage.
设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。 步骤2：导入（4’30’’）
Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.
Show the students a sentence structure to help them：
In my opinion， he is a famous/ great person， because…
After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.
He spent 67 years struggling for the equal rights of the black， including 27 years in prison.
He won the Nobel Peace Prize in 1993.
He was the first black president of South Africa.
July， 18th every year is International Nelson Mandela Day.
设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。
步骤3：阅读理解（30’）
1. Read paragraph 1 and predict the general idea of the passage：
A. Mandela’s growing experience.
B. Elias’ working experience.
C. How Elias changed with Mandela’s help.
设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。
2. Read paragraph 2 quickly and find out the topic sentence：
Answer： I needed his help because I had very little education.
From Elias’ bad situation， draw a conclusion that black people’s situation was bad.
Show some pictures about black people’s life and introduce more.
设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况；在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。
3.Read paragraph 3
《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。
同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。
基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养；同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。
二、教学背景分析
本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊·曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。
学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。
三、教学目标分析
1. Help students learn the structure and the content of the reading.
Help students learn and understand some difficult sentences：
a. The last thirty years have seen the greatest number of laws stopping our rights and progress.
b. We were put into a position in which we had either to accept we were less important， or fight the government.
2. Instruct the students to understand long and difficult sentences in two ways：
a. finding the new meaning of a learned word
b. breaking down a long sentence with an attributive clause into two short sentences
Instruct the students to learn the hidden messages through careful reading.
3. Instruct students to observe， experience， think and explore using task-based teaching.
Instruct students to learn the historical background from plain statement and think about the root of problems.
4. Under the guidance of the teacher， the students must first be willing to learn.
Students should learn the good qualities of Mandela and apply them to daily life.
四、教学重点、难点分析
（一）教学重点
Some difficult sentences in the reading.
How to analyse and understand the article.
（二）教学难点
1. How to analyse a long and difficult sentence.
2. The strategies of understanding an article.
五、教学过程设计
步骤1：学习目标展示（30’’）
Learning aims：
1. To learn about Elias’ life and great qualities of Mandela.
2. To understand long and difficult sentences in the passage.
设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。 步骤2：导入（4’30’’）
Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.
Show the students a sentence structure to help them：
In my opinion， he is a famous/ great person， because…
After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.
He spent 67 years struggling for the equal rights of the black， including 27 years in prison.
He won the Nobel Peace Prize in 1993.
He was the first black president of South Africa.
July， 18th every year is International Nelson Mandela Day.
设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。
步骤3：阅读理解（30’）
1. Read paragraph 1 and predict the general idea of the passage：
A. Mandela’s growing experience.
B. Elias’ working experience.
C. How Elias changed with Mandela’s help.
设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。
2. Read paragraph 2 quickly and find out the topic sentence：
Answer： I needed his help because I had very little education.
From Elias’ bad situation， draw a conclusion that black people’s situation was bad.
Show some pictures about black people’s life and introduce more.
设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况；在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。
3.Read paragraph 3